D S'c:l^ 



LC 6301 
.U5 C26 
Copy 1 






QniYersitY and ScheQl ExterisiQfi. 

(PHILOSOPHY OF EDUCATION.) 
Special Course. 

THE STUDY OF CHILDREN. 



1891- N. A. CALKINS. 






Copyright, 

1891, 

By N. a. Calkins. 

[A II rights reserved."] 



Press of J. J. Little & Co. 
Astor Place, New York 



Philosophy of Education. 

special Course. 

THE STUDY OF CHILDREN. 

{Three to seven years of age, inclusive.') 

To know children and how to train and teach them properly we 
must learn how to study them. It is not sufficient to study about 
children ; the children themselves must be studied if we would know 
their individual tendencies and how to modify and guide these incli- 
nations in ways that will lead to the best results in education. To 
study children successfully, observations must be made in an intelli- 
gent and scientific way. We must learn to discriminate between the 
useful and the useless in what we observe. We should learn to make 
a diagnosis from what we discover as to the present conditions and 
needs of the child. 

The common habit of hastily judging children to be good or bad, 
bright or dull, without endeavoring to discover that which tends to 
make them good or bad, bright or dull, must be overcome in ourselves 
before we can learn the actual state of the child's rhind and its ten- 
dencies. 

The child feels and acts, but he does not know whence comes the 
impulse that causes the feeling and leads to the act. He cannot study 
himself and know what leads him to do as he does. We must find 
from whence spring the impulses that produce the conditions which 
are manifested by the child. Do they start in the physical or in the 
mental or the moral conditions of the child ? These inquiries must 



4 SCHOOL EXTENSION. 



pertain to each child observed, and be continued without hasty con- 
elusions, if we would study children so as to know how to train them 
Generalizations should only follow many observations and be reached 
after a series of conclusions relative to similar conditions, data, etc 
The average of hundreds of observations, made in each of many 
differing environments and physical conditions, are necessary to 
determine what is a normal condition of children. Having ascer- 
tained this average normal condition, we shall have a standard by 
which we may readily detect abnormal traits, whether of backward- 
ness or precocity, pertaining to any division of the child's nature. 
With this knowledge determined at an early age of the child, the 
way to overcome abnormal traits, during the early stages of devel- 
opment, may be understood by the parent and the teacher. From a 
practical study of children we may gain such an insight into their 
mental, moral, and physical conditions as will suggest the best 
means for properly training them. 

Among the chief purposes of this Special Course, in the Philosophy 
of Education, are the following : 

For Parents. 

First— To awaken an interest among parents of young children 
that will lead them to study their children in a practical manner, and 
with definite results in relation to their physical, mental, and moral 
development ; and to keep intelligent records of such observations, 
and to report the essential facts recorded, in accordance with blanks 
and instructions provided. 

The plans for accomplishing this require that the facts thus 
gathered, relative to the children of similar environments, physical 
conditions, and mental activities, shall be classified and submitted to 
a committee of experts, who shall summarize the results obtained. 
Copies of these summaries may become exceedingly valuable to 



THE STUDY OF CHILDREN. 5 

parents and teachers by suggesting needed hints for subsequent 
observations, and for the better training of their own children. 

It is hoped that, by means of the materials which may be ultimately 
gathered from an extended range of observations, the psychology of 
childhood will become more generally understood. 

Inasmuch as the earliest training of the child begins at home, 
parents should become especially interested in studying the develop- 
ment of children during the years of the period herein indicated. At 
this period everything pertaining to the development of the child into 
fitness for the duties of subsequent life is in the germ ; nothing has 
expanded into power. This is the important time to begin the 
training that shall establish a right, self-acting power in the child. 

For Normal Schools. 

Second. — To provide outlines for a course of observations and rec- 
ords which may be used in Normal Schools to aid in training those 
who are preparing to teach so as to increase their success in sub- 
sequent work. In addition to a knowledge of the subjects to be 
taught, and the good methods for instruction usually obtained by 
these students, they should be trained to study children with a view 
to gaining systematic knowledge of their conditions in relation to 
mental activities, natural tendencies, and physical conditions. 

The importance to the pupil and to the teacher of normal training 
in studying children should make it a part of the course of instruc- 
tion in all schools for the training of teachers. 

For Teachers. 

Third. — To provide teachers who pursue this course with sugges- 
tions relative to methods for intelligent observations of their pupils 
as to the mental, moral, and physical development manifested through 



SCHOOL EXTENSION. 



the external organs of the mind, and through the movements of parts 
of the body. By such means teachers may obtain a definite knowl- 
edge of their pupils that will aid in classification and in better adap- 
tation of methods to their general conditions and needs. Such knowl- 
edge will lead to great success in teaching. 

During an early period of development the child is sent to school, 
that he may receive the beneficial influences of education through 
processes of training designed to further draw out and organize his 
latent powers. 

' The knowledge to be obtained by the study of children intimately 
concerns the parent, the teacher, the pupil, and all who in any way 
direct in the affairs of education. Such knowledge has a vital bear- 
ing upon the successful training of children under all conditions of 
life. 

PLAN OF STUDY. 

Before undertaking a systematic study of children, it is very de- 
sirable that some knowledge be obtained as to what observations have 
been made and reported relative to this subject. The following list 
of books is given to indicate a course of reading that would be help- 
ful to those who desire to be informed concerning a practical study 
of children. Brief statements are here given, showing special feat- 
ures presented by each author in his treatment of this subject, for 
the purpose of aiding those who wish to select the two or three 
books that may seem to be most useful in meeting their needs. A 
careful reading of two or more of the books named in the following 
list will suggest how to proceed in making observations while study- 
ing children. 



THE STUDY OF CHILDREN. 



BOOKS ON THE STUDY OF CHILDREN. 

1. First Three Years of Childhood. By Bernard Perez. 

Translated from the French. 324 pp. 

A rich mine of facts for parents concerning very young children ; with sugges- 
tions in relation to what should be looked for in studying children. 

2. The Mind of the Child, in the First Years of Life. By 

W. Preyer. Translated from the German. 

Vol. I. — The Senses and the Will. 364 pp. 

Vol. II, — The Development of the Intellect. 317 pp. 

The first volume carefully traces the progress in development of the senses — 
sight, hearing, feeling, taste, smell — and the development of the will. It com- 
pares the progress of development in the child with that of animals, showing the 
great intei-val between the animal and the human being. 

The second volume treats of the development of the intellect through language. 
It contains a chronological arrangement of the observations made by the author 
which will greatly aid others in making similar observations. These volumes cover 
the first three and one-third years of the child. 

3. The Education of Man. By Friedrich Froebel. Translated 

by W. N. Kallmann. 332 pp. 

Developing and strengthening the good in the child, and weakening and over- 
coming the bad, through the child's plays and the activities of his life, form the 
basis of early education as presented in this work. With this underlying principle 
the child is to be trained through his physical, social, moral, and mental natures to 
act in harmony with his playmates, his family, his country, and his God. The 
plans presented for early training in these beginnings of an all-sided education 
include methods of procedure in different subjects, thus making this work of 
practical use both to parents and to teachers. 



8 SCHOOL EXTENSION. 



4. The Ruling Principle of Method Applied to Education. 

By Antonio Rosmini. Translated from the Italian by Mrs. W. 
Grey. 363 pp. 

This work, like that of Froebel, urges the importance of training the moral 
nature from the earliest period of childhood. It treats of the beginnings of the 
mental and moral development of the child. It points out the natural order of 
procedure in teaching, and shows how it may be followed. 

The author considers the early education of children in connection with their 
psychological development. He quotes freely from the rich psychological fund of 
Madame Necker de Saussure, who wrote much that is valuable in relation to the 
study of children. 

5. The Children ; How to Study Them. By Francis Warner, 

M.D. 92 pp. 

The works of Froebel and of Rosmini, described above, give prominence to the 
development and training of the moral natures of children. The two books in 
this list, by Dr. Warner, give prominence to observations based upon the activities 
of the mind as manifested through the body and movements of its parts (physico- 
psychology), as a means of determining what plans and methods should be em- 
ployed in the subsequent training. 

6. The Growth and Means of Training the Mental Faculty. 

By Francis Warner, M.D. 237 pp. 

This volume comprises a course of lectures delivered before the "Teachers' 
Training Syndicate," in the University of Cambridge. The leading topics con- 
sidered were : " Nature's Methods ; Brain as a Part of the Body ; Brain Displaying 
Mind Action through Postures and Movements of the Head ; Features of the 
Face, the Hands, etc. ; How to Observe and Describe Facts ; Various Conditions 
of Children, and the Importance of Noting Them ; Signs of Mental Action, their 
Significance and Management ; Classification of Children in School, and their In- 
fluence upon One Another." A useful work to aid teachers in gaining an accurate 
knowledge of children in their physical and mental character. By means of such 
knowledge the intelligent teacher attains great power in training his pupils. Both 
of these volumes will be found useful to parents and teachers. 



THE STUDY OF CHILDREN. 



OBSERVATIONS AND REPORTS. 

The following Blanks and the directions for observations, records, 
and reports were prepared to guide parents in the study of children 
from three to seven years of age, inclusive. 

It may be desirable for students in normal schools and for teach- 
ers to make observations, records, and reports relating chiefly to 
children from five to ten years of age. 

U^^ In cases of observations made concerning children from five 
to ten years of age, the notes should be extended under the appropri- 
ate subdivisions, and especially in relation to acquired hiowledge, 
statements reported as to the child's ability to use such knowledge 
intelligently. 

A careful examination of each set of Blanks — Nos. i, 2, 3 — with 
their several sub-heads, and the items for inquiry specified, together 
with the notes and suggestions relative thereto, will indicate with a 
reasonable degree of definiteness what observations should be re- 
corded, and the manner for reporting condensed statements of the 
facts pertaining to the child's ^''Nativity and Environment" to the 
child's ^'■Physical Conditions,'' and to the child's " Mental Activities." 

Experience will suggest to the observer of children other matters, 
not specified in the items mentioned, which might be reported by 
parents or by teachers. In such cases these facts may follow the 
last subdivisions in the blanks containing the subject to which they 
refer, with the head — '■'■ Additional Notes." 



10 SCHOOL EXTENSION. 



The following descriptions and explanations relative to the three 
Blanks prepared to accompany this syllabus give such information 
as will guide in making intelligent observations, records of the im- 
portant matters, and reports of that which is valuable. 

S^^ Each set of Blanks filled with facts should contain the name 
and address of the person who made the observations reported 
therein ; also the dates between which the first and last observations 
on the subjects recorded in those Blanks were made. 

The name, address, and dates may be written on each report sent, 
in the following form : 

Report of Observations made by 



Between 189 

and 189 

N.B. — When the letter P is prefixed to a subject, numbered, the 
letter indicates \hz.t parents and special students should record notes 
and make reports on matters of that subdivision. 

When the letter T is prefixed to a numbered division it indicates 
that class teachers should note matters pertaining thereto, as far as 
practicable, for the purpose of obtaining knowledge necessary to 
enable them to shape their teaching so as to meet the prominent 
needs of their pupils. 



THE STUDY OF CHILDREN, II 

Facts and Items to be Reported in 

BLANKS NO. I. 

Nativity and Environment of the Child. 

Name in full.'* 

Residence.'' Country, Village, or City. [State which.] 



p. I. Date of birth. 

p. T. 2. Nationality of each parent. 

p. 3. Education of each — common school or liberal. 

p. T. 4. Occupation of father. 

p. 5. State what attention, if any, has been given by father or 
mother for developing the child's powers of observation. 

p. T. 6. Has the child sisters or brothers?** How many of each?* 
How many older ? <= How many younger 1'^ If a brother 
or sister has died, state the age of the child named above, 
when such brother or sister died ; " also state the age of 
the one who died./ 

p. 7. Mention any special training or instruction the child has 
received at home. 

p T 8. If the child has attended school,* state the age at which the 
attendance began ; ^ also the number of months in school,^ 
and state the kind of school attended.*^ 

p. 9. Mention any other facts in the child's environment that 
probably have aided or retarded his development. 



12 SCHOOL EXTENSION. 

Facts and Items to be Reported in 
BLANKS NO. II. 

Physical Conditions. 

Name in full.'' 

Residence.* Country, Village, or City. 



It^ In making notes relative to the physical conditions, describe what you 
actually see, not what you believe to exist, nor what you infer. Measure and other- 
wise test. For suggestions, see " How to Study Children," and " Training the 
Mental Faculty," by Dr. Warner. 



P. T. I. Physical Conditions. — Age considered ; tall, medium, or 
short ; ' stout, medium, or slender ; <^ healthy and ruddy, 
sickly and pale ;' complexion, light or dark •/ skin, fair, 
thin, or coarse;^ color of hair;-^ movements, slow or 
active.'" The weight may be given. « 

p. T. 2. Measurements. — Height ;* chest measure ;<^ circumference of 
head ; ^ distance from ear to ear over the vertex of the 
head.' 

p. T. 3. Proportion of Parts of Body. — Shape of head,'* well-formed 
or ill-shapen ; size of head,'^ large, medium, or small ; 
width ^ from temple to temple, wide, medium, or narrow ; 
forehead, height of,'' width ; ' from hair margin to eye- 
brows ; / deep or shallow ; quality of hair,^ fine, coarse, 
thick, or thin. 



THE STUDY OF CHILDREN. 13 



P. T. 4. Face. « — Round, oval, long ; nose,-^ shape of ; lips,^ thick, 
thin ; ears,'' large or small, similar in shape and position, 
or unlike ; much or little expression in face ; ^ dull or 
bright/ 

p. T. 5. Eyes : color and condition. — Color ; '^ sight,'^ normal, short, 
or far-sighted ; vision,'^ same in both eyes, or different ; 
note particular differences; eyes large or small;'' promi- 
nent or sunken ; ^ movements of eyes, f regular or wander- 
ing. Note the distance at which colors can be distin- 
guished clearly ; s the distance at which objects, each an 
inch in diameter but of different shapes, as square, circle, 
cube, sphere, can be distinguished.'' 

P. T 6. Movements and Postures of body and its parts, and their 
indications. — Head ; « hand ; ^ fingers ; ^ shoulders ; ^ 
spine.^ See Dr. Warner's " Mental Faculty," pages 51-71. 



p. T 



7. In cases of prolonged exercise of any part of the body, also 

of the mind, note effects observed, as fatigue, restlessness, 
exhaustion, sleepiness, etc. 

8. Heredity. — This term signifies transmission of physical and 

psychical qualities and tendencies from parent to child. 
Note such resemblances of either parent, in the child, 
stating which parent, and in what qualities and phys- 
ical conditions the tendencies and resemblances appear. " 
Note also similar resemblances to either grandparent. ^ 



14 SCHOOL EXTENSION. 

Facts and Items to be Reported in 
BLANKS NO. III. 

Mental Activity. • 

Name in full.** 

Residence.'* Country, Village or City. 



1^° Careful observations and appropriate tests should be made as to the degree 
of perception developed through the several senses, and notes taken in relation to 
each, as to their activity and power, whether quick or slow, niinute or general in 
character of observations, accurate or inaccurate. 

Note, also, mental activity through movements of parts of the body — head, 
eyes, hands, arms, feet, etc. Distinguish between spontaneous and stimulated 
movements. 

P. T. Spontaneous Movements are those that are made without any apparent 
stimulation of any organ of sense. These movements are common in infants and 
in young animals generally. They do not indicate special mental activity. Rest- 
lessness is a common result of these movements ; and sometimes playfulness, 
also. 

P. T. Stimulated Movements are those made from the influences of external 
objects or agencies acting upon the mind, through organs of sense, by means of 
light, color, sound, touch, taste, odor, etc. ; also by means of the will-power. 
Movements of this kind indicate special mental activities. These are the movements 
that must be employed in the process of developing and training the minds of 
children. In teaching, the stimuli must be applied through the proper organ of 
the mind, in order to produce the activities of the brain necessary to secure correct 
results in education. Note whether these movements are prominent, average, or 
infrequent ; also note the ease and facility of movements in plays, games, and 
in whatever manual acts the child performs. The observations and tests of mental 
activities may begin with the organs of sense — the external organs of the mind. 

It should be remembered that appropriate exercise of the several senses are the 
means by which the development and education of each must be reached. Hence 
suitable opportunities for such exercises should be provided to aid the child in this 



THE STUDY OF CHILDREN. 1 5 

development, and the progress made by the child should be carefully observed and 
noted from time to time. Such training of the senses should begin at an early age, 
and be continued through a series of experiences that will enable the child gradu- 
ally to distinguish, more and more readily and accurately, smaller and smaller dif- 
ferences as to color, form, size, distance, number, and weight of objects, and also in 
matters pertaining to properties of sounds. 

^^° Liketiess — Unlikeness : These may be made both a common starting point 
and a standard for determining the condition of any sense as to its degree of devel- 
opment or non-development, when studying children. In proceeding ascertain 
whether the child readily and correctly perceives the likeness or unlikeness, the points 
of resemblance or the points of difference, when the attention is directed to a partic- 
ular object, or to the property of it which is then under observation. Keeping this 
standard in mind will greatly simplify the work of the parent or teacher while 
studying children. 

Important Caution. — It is very important that the one who observes and 
questions the child should be confidentially intimate with the child. Questions 
casually put, during an ordinary talk with a child, will usually elicit answers that 
are not reflections of the questions. Avoid curious questions, that might excite 
the child's wonder, and lead him to say fanciful things. Discreet questions, 
unexpectedly put and promptly responded to, often give valuable data. As far as 
possible the observations should be made without the child being conscious that any- 
thing unusual is taking place. Note, especially, the spontaneous and usual man- 
ifestations and acts of the child. 



P. T. I. Sight. — Note whether differences are readily distinguished 
between forms,'' between colors.^ Note the degree of ability in 
matching colors, and mention the usual mistakes made."^ Are com- 
mon animals'^ and common plants^ readily distinguished? Are 
varieties/ in a class of animals and of plants distinguished ? Char- 
acter of the general power and activity of this sense should be noted, 
as, quick or slow,.*" minute or general, as to properties of objects 
seen.-^ Does the child notice distinctions in regard to light or color, 
which may be expressed by such terms as light, dim, shade, dark, 
bright, dull ? ^ 



1 6 SCHOOL EXTENSION. 

Sight enlightens the hearing. Touch corrects perceptions of sight. 
The hand and the eye assist each other in correcting errors of per- 
ception. Sight is a scientific sense, giving us knowledge of color, 
form, number, and size of objects. 

p T. 2. Hearing. — Note whether different sounds are readily dis- 
tinguished ',"■ whether like sounds in the elements of speech are 
recognized \^ whether musical tones are distinguished ;'= whether the 
general character of the hearing is acute or dull,'' accurate or im- 
perfect;' whether the child locates sounds •/ whether the hearing is 
the same in both ears.^' Note the distance at which the child can 
hear the ticking of a watch. -^ 

Note also whether the child readily distinguishes members of the 
family and other persons by their voices, their footsteps ; ^ and 
whether different kinds of animals are distinguished by their 
voices ; ^ and whether the significance of different tones of voice 
are distinguished as representing pleasure, sorrow, pain, etc.^ Docs 
the child distinguish between sounds that are commonly indicated 
by the words, high, low, loud, soft, harsh, bang, roar, hum, whir, 
jingle, patter, etc. / 

The sense of hearing makes us acquainted with sound and all its 
differing qualities, and their significance. It is an artistic sense. 

p T. 3. Touch. — Note the child's ability to distinguish objects 
and forms by touch ; °- the activity and power of this sense, acute 
or dull \^ minute or general in perception.*^ 

p. 4. Taste, Smell. — Note whether the child readily distinguishes 
flavors"' and odors ;^ whether objects are distinguished by either or 
both of these senses."^ 

Taste and smell appear to be chiefly servants of the body. Their 
activities pertain more to physical than to intellectual conditions. 



THE STUDY OF CHILDREN. 17 



These two are the least intellectual of the senses. In the order of 
development, taste is the earliest, and smell the latest, of all the 
senses, in manifesting activity. 

P. T. 5. Muscular Sense. — This sense takes notice of pressure, resist- 
ance, hardness, weight, etc., as experienced when we voluntarily 
exercise our muscles. Its development gives power in controlling 
movements of the limbs and body. 

Note the development of this sense, as observed in the child's in- 
creased power of control over his limbs and body generally ; « as to 
the free and ready use of the hands, fingers, arms, legs, feet, etc. ; * as 
to the handy manner of taking, holding, and using various toys, im- 
plements, tools, etc. ;<= as to the manner of standing, walking, running, 
jumping, playing, etc. i'^ as to paper folding, cutting, drawing, writ- 
ing, making shapes in sand, clay, or other material ; ^ as to skill in 
the use of puzzles, of common building blocks, in balancing small 
objects on the fingers, hands, etc.;^ as to ability to distinguish great 
or small differences between light and heavy objects. -? 

p. T. 6. Sight and Hearing. — Note which of these senses is most 
active in the child ; « which is most used in the lessons at school.-* 

P. T. 7. Hearing and Voice.— ^o\.& the child's ability to imitate 
sounds, as heard in speech ; « sounds of given letters ; * in music ; <^ 
and sounds generally.*^ 

p. T. 8. Language. — Note whether the speech of the child is slow or 
fluent ;« whether the articulation is distinct or defective ;^ whether 
he lisps, or substitutes wrong sounds in words ; <= how many different 
words the child uses correctly, with apparent knowledge of their 
meaning ; -^ the class of words most used ;^ are long or short words 
most used If Do the sentences used contain few or many words ? s 
Are different forms of verbs used correctly ? ^ — as, is, was, are ; see, 



SCHOOL EXTENSION. 



saw ; do, did ; has, have ; run, ran ; fall, fell ; find, found ; eat, ate ; 
wear, wore ; come, came ; strike, struck ; throw, threw ; sing, sang; 
tear, tore ; tell, told ; take, took, etc. 

p. T. 9. Knowledge of Common Objects. — Observe the child's present 
knowledge relative to common objects and matters of life, and note 
the general concepts relating to the subject of inquiry. "■ 

Such inquiries and notes are very useful to a teacher in determin- 
ing with what and where the instruction to be given should begin. 
These observations will enable the teacher to obtain, in the shortest 
time, an idea of the degree and extent of the present development of 
the pupil which is essential to successful progress in teaching. 

p. T. 10. Color. — Note which colors are best distinguished ; « which 
are seldom distinguished.* Note ability or inability to match promi- 
nent colors ; <= to separate unlike colors ; '^ to match shades and tints 
of colors ; ^ to separate shades and tints that differ./ 

Note the child's .perception oi harmony, as ability or inability to 
arrange colors in combinations or groups that produce pleasing 
effects on the ** color sense.".s' 

p. T. II. Form. — Note the child's ability to distinguish likeness and 
unlikeness in forms generally ; « differences in similar forms ; * ability 
to distinguish the differences and resemblances in two or more com- 
mon plane or solid forms ; <^ note the forms most readily distin- 
guished.'^ 

Syjnmetry. — Note the child's development in order and symmetry 
of arrangement, as observed in ability to arrange differing plane 
forms in groups so as to produce a pleasing effect on the mind.^ 

p. T. 12. Number. — Note the extent of the child's ability to count 
objects, and to state how many objects are counted ; ^ ability to group 
or add objects and tell how many in all ;* ability to arrange objects 



THE STUDY OF CHILDREN. 



19 



in groups of an equal number and to state the number of objects in 
each group, the number of groups, and how many objects in all the 
groups ;^ ability to take away a given number of objects from a 
larger number and to state how many remain •,'^ ability to separate 
large groups of objects into equal smaller groups, and state how 
many of each smaller group can be made from the large group/ To 
what extent, if any, does the child recognize figures as symbols of 
groups of several objects If 

State additional facts relative to the child's knowledge of number. 

p. T. 13. ^//^i^//^;z.— Self-direction of the mind. Mental activity 
through sight, hearing, touch, etc., toward some definite object. 
Attention may be voluntary, an act of the will, as when it is directed 
by a wish to know. It may be non-voluntary, as when the mind is 
acted upon by external stimuli, by the direct influence of objects, 
etc. The attention may be affected more or less strongly by objects 
of special interest to the child. 

Note whether the child's attention is chiefly voluntary or non- 
voluntary in its character ; « also the kind of objects that exert most 
influence on the child's non-voluntary attention ;^ the kind of objects 
toward which the voluntary attention is most commonly directed ; "=• 
are the child's usual acts of attention brief, or continued ? '^ does the 
attention soon return again to the same object ?^ 

Does the voluntary attention often control non-voluntary atten- 
tion t ^ Does the child's control over non-voluntary attention appear 
to increase?" Does the child keep his attention on a given matter 
when strong external influences attract his attention elsewhere ? " 

P. T. 14, Memory. — Repeated attention is necessary to secure fixed 
retention, or "good memory." Note whether or not the child gives 
repeated attention to that which he observes ; "■ whether the child 



20 SCHOOL EXTENSION. 

recognizes or remembers objects, persons, places, etc., that he has 
not seen within one month, three months, six months/ 

During his fourth year, does the child remember objects, persons, 
or places seen during his third year?"^ Does the memory of the 
child in his fifth, sixth, or seventh year recall persons, places, or 
events of the third, fourth, or fifth years P"^ 

Report special facts in relation to the child's memory of his envi- 
ronments during the second or third previous year/ 

Does the child's retentive power over facts appear to increase 
year by year, from the age of four to seven ?/ 

Does the child usually repeat correctly a simple statement of fact, 
after three or more hours have elapsed ?^ After several weeks 1^ 

What facts, events, or objects does the child remember best during 
each year ? »« 

Does the child remember the words, or the thoughts of language 
heard more accurately ? ** 

p. T. 15. Imagination. — Observe the different phases of imagination 
manifested by the child in connection with .the use of playthings, 
their arrangement — the concrete representations of this mental power.* 
Note mental operations in connection with the acquisition of 
knowledge in which acts of imagination are distinguished."* Note 
the results of imagination in the child's stories based on real objects 
and events. '^ Note whether the child tends to see mental images of 
objects outside of himself, even when he knows them as mere images ;^ 
whether these images seem as large, or as small to him, as the real 
objects ; ^ whether they are as bright in lustre or as good in color as the 
real things ; / whether he can match colors from memory ; s: whether 
he sees in imagination, faces, animals, and similarly interesting but 
complex objects, as easily or vividly as simpler objects. ''^ Note 
whether the child distinguishes facts from fancies, or the creations 
of his imagination in statements made or stories related by him ;»« 



THE STUDY OF CHILDREN. 21 

whether he states as realities or facts, matters concerning which 
he could not have known anything.^ Note the character of the 
misstatements made." Note the degree of correctness in the child's 
statements of ordinary acts, events, etc.^ Does the child distinguish 
between an error of statement and a falsehood ?* 

p. 1 6. Self -Consciousness. — Note whether the child distinguishes its 
person as a thing apart from other external things ; '^ whether he 
recognizes his own thoughts, feelings, as acts of himself ; * whether 
he readily distinguishes between the / and the yous State the age 
at which these distinctions began to be made by the child observed^ 

p.T. 17. Emotion. — Note leading facts pertaining to the child's 
emotions, his feelings of kindness toward others ; "■ his manifesta- 
tions of selfishness ; ^ acts of cruelty to animals, etc^ Do the 
child's emotions tend toward a right development of his moral na- 
ture t^ 

p. T. 18. Will, Willing. — Note the marked manifestations of will- 
power in the child.* 

Observe how the child is most easily or readily guided by the will 
of others.'* 

Observe carefully the motives that most influence the child's will- 
ing — his actions,*^ appetite, affection, etc. 

Note how these motives may be changed, and how changed mo- 
tives affect the willing — the actions.'' 

Does the child's willing tend toward right acts, and kindness, or 
toward selfish acts, and cruelty ? ^ 

Will Manifestations. — Note differences in effects on children, in 
ordinary cases (avoiding rash experiments). When stories are told 
about good children and about naughty ones ;^also when such 
stories are told to many children of the same age \s and whether the 
wrong deed appears the more fascinating, tending to lead the child 



22 SCHOOL EXTENSION. 



to imitate the bad act described rather than the good one ; '« whether 
this effect varies as the naughtiness varies ; '^ whether the child 
warned by graphic descriptions of the dreadful consequences of a 
given deed, as playing with fire, or walking on railway tracks, etc., 
seems to become so fascinated with the wrong act that he is led to 
do that which he was warned not to do.'' Note cases observed where 
efforts to induce the child, by lively descriptions, to do a given act 
have produced a sort of apathy or lack of will impulse to do that act.> 
Note the child's primary fascinations — that which he irresistibly 
longs to do without apparent cause, especially where such things are 
dangerous or wrong. -f 

p. T. 19. Reasoning, Child's Logic. — Note facts relative to the child's 
processes of thought when giving his reasons. Give examples of 
early activities of the powers of reason in the child. What evidence 
does the child show of the use of any of the powers of reasoning ? « 
Give examples. 

p. T, 20. Association of Thoughts. — Give examples illustrating the 
child's associations of thought. Do these relate to time — to place — 
to effects — to cause — to similarity — to contrast ? 

p. T. 21. Prominent Activities. — State the prominent activities, 
physical and mental. State the more general activities, spontaneous, 
stimulated, nervous, thoughtful or deliberate ; clumsy or handy ; 
fidgety or quiet ; attentive or inattentive. What are the child's 
special aptitudes ? 

p. T. 22. Oddities. — Peculiarities. — Oddity— a singularity, eccentric- 
ity, or queerness rarely seen. Peculiarity implies a condition, habit, 
etc., that is not possessed by others, or is seldom met with. Note 
these conditions where they are sufficiently prominent to materially 
affect the child. 

p. T. 23. Special Training. — State any special training that has 



THE STUDY OF CHILDREN. 23 

been given at home or in school, toward awakening and developing 
the mental activities. 

p. T. 24. Temperaments. — Distinct manifestations of differences in 
kinds and degrees of excitability from external influences. These 
manifestations pertain to feelings and actions, and may be noted as 
quick or slow, strong or weak. 

1. The sanguine temperament relates to feelings, and may be dis- 
tinguished by general quickness of feelings and excess of excitability. 

2. The phlegmatic temperament relates to actions, and may be 
distinguished by slowness of excitability and of action [formerly 
called lymphatic temperament]. 

3. The choleric temperament [formerly called bilious tempera- 
ment] relates to actions, and may be distinguished by great energy 
in single directions. When properly controlled and guided, it gives 
steadfastness of character and purpose. When influenced by mere 
impulse, or wrong motives, it leads to obstinacy and unreasonable 
persistence in a course once begun. 

4. The sentimental temperament [called melancholic temper- 
ament] relates to feelings, and may be distinguished by special 
receptivity, and by ready yielding to inclination, and dislike of hard 
work. These temperaments are more or less mixed in individuals. 
In observing characteristics of temperaments, note the stronger ones, 
those that seem to exert the greater control over the child. Com- 
paring the manifested feeHngs of two or more children, to determine 
their resemblance and difference in feelings, will aid in discovering 
the leading temperaments. 

Temperaments determine the prevailing bias of disposition, the 
inclinations and leading tendencies of the child as well as of the man 
and woman. By learning to distinguish the bias and prevailing 
tendencies of a child's nature we learn how to control and guide him 
aright. 



24 SCHOOL EXTENSION. g qq^ 851 325 4 

Ability to readily determine which of these temperaments is most 
prominent in children will greatly aid a teacher in classifying pupils 
so as to secure the best results in class instruction. 

The sanguine temperament requires a gentle, quiet treatment, refined 
in manner, free from sternness, harshness, and roughness. 

The phlegmatic temperament needs a stimulating, urging, animating, 
encouraging treatment ; a manner that arouses and incites to more 
vigorous exertion on the part of the pupil. 

The choleric temperament requires a judicious controlling influence, 
evenness in management, and careful guidance, without provoking 
obstinacy. 

The sentimental temperament needs training in firmness, self-reliance, 
and decision of character ; also in energy of action, and a willingness 
to do that which is difficult. 

p. T. 25. Heredity. — Inherited dispositions and the mental and 
moral tendencies of children should be studied and noted whenever 
these dispositions and tendencies resemble similar characteristics in 
either the father,'^ or the mother,^ or in either of the grandparents.*^ 
Such observations and notes may be made relative to any of the 
mental activities indicated herein. 



